scholarly journals Research priorities in mobile learning: An international Delphi study / Les priorités de recherche en matière d'apprentissage mobile: Une étude de Delphes internationale

2014 ◽  
Vol 40 (2) ◽  
Author(s):  
Yu-Chang Hsu ◽  
Yu-Hui Ching ◽  
Chareen Snelson
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Delphi Study ◽  
Interface Design ◽  
Teaching And Learning ◽  
Research Priorities ◽  
Past Research ◽  
Mobile Technologies ◽  
Learning Research ◽  
Priorités De Recherche

Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts’ latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, “What should be the research priorities for the field of mobile learning over the next 5 years?” Ten research categories were identified and ranked in order of priority: 1) teaching and learning strategies; 2) affordances; 3) theory; 4) settings of learning; 5) evaluation/assessment; 6) learners; 7) mobile technologies and interface design; 8) context awareness and augmented reality; 9) infrastructure and management; and 10) country and digital divide. This study also reported expert-generated research statements for each research category and the importance of these research statements rated by the experts. Selected research papers were summarized to help contextualize the discussions of research categories and statements. Avec l'avancement des technologies mobiles et la prolifération des appareils mobiles et des applications, la recherche consacrée à l'apprentissage mobile a récemment pris de l’ampleur. Si des articles ont résumé les recherches antérieures, les études s’appuyant sur les dernières connaissances d'experts pour identifier les priorités de recherche sur l'apprentissage mobile font défaut. La présente étude a utilisé la méthode de Delphes pour obtenir un consensus des experts sur les domaines nécessitant le plus des recherches sur l'apprentissage mobile. Un groupe international d'experts a participé à un processus de Delphes structuré en trois rondes impliquant deux séries de questionnaires en ligne et des rapports de rétroaction. Les participants ont répondu à la question : "Quelles devraient être les priorités de recherche dans le domaine de l'apprentissage mobile pour les cinq prochaines années ?" Dix catégories de recherche ont été identifiées et classées par ordre de priorité : 1 ) stratégies d'enseignement et d'apprentissage ; 2 ) affordances ; 3 ) théorie ; 4 ) paramètres d’apprentissage ; 5 ) évaluation ; 6 ) apprenants ; 7 ) technologies mobiles et conception de l'interface ; 8 ) perception du contexte et réalité augmentée ; 9 ) infrastructure et gestion ; et 10 ) pays et fossé numérique. Cette étude a également repris les déclarations de recherche énoncées pour chaque catégorie par les experts ainsi que le classement par ordre d’importance des déclarations de recherche selon l’avis de ces experts. Quelques articles choisis ont été résumés pour faciliter la contextualisation des discussions portant sur les catégories de recherche et sur les déclarations.

Integrating Digital/Mobile Learning Strategies With Students in the Classroom at the Historical Black College/University (HBCU)

2018 ◽  
pp. 390-408 ◽  
Author(s):  
Audrey McCrary Quarles ◽  
Cassandra Sligh Conway ◽  
Stanley Melton Harris ◽  
James Edward Osler II ◽  
Leslie Rech
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Millennial Students ◽  
Innovative Strategies ◽  
Global Impact ◽  
Discipline Area

Today's digital classroom must include contemporary learning strategies to interest the millennial students. Students are learning the latest digital/mobile technologies daily. Likewise, the professors must keep up with students and encourage universities to invest in digital technologies. Without this, how can students be ready for the working world and the global impact of education? Of course, this is not a question to answer right now; however, educators must take it serious in preparing students for the competitive workforce. Faculty must stay current with the latest digital/mobile technology and seek innovative strategies to keep abreast of research within the discipline area. This chapter's purpose is to: 1) examine authors' perception of digital/mobile learning technologies at HBCUs; 2) examine research on digital/mobile technology in classrooms; 3) discuss teaching and learning strategies that can impact the digital/mobile learning environment; and 4) note the global impact of learning strategies in classrooms.

scholarly journals MOBILE LEARNING AMONG FORM SIX STUDENTS: ARE THEY READY?

2021 ◽  
Vol 6 (38) ◽  
pp. 147-166
Author(s):  
Jol Kankok ◽  
Abdul Said Ambotang ◽  
Syahrul Nizam Salam
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Preliminary Finding ◽  
Great Majority ◽  
Learning System ◽  
Mobile Technologies ◽  
Self Directed Learning ◽  
Technological Readiness ◽  
High Level

Prior to embarking on mobile technologies, mobile learning has become an integral part of learning strategies. It is viewed as a potentially significant learning tool as it has made learning ubiquitous with the use of wireless mobile devices. However, before designing and implementing a new learning system, learner’s readiness should be taken into consideration. Despite its notable advantages, mobile learning is largely unresearched at Malaysian Form Six Students. Therefore, this quantitative study aims to investigate the extent of readiness of Malaysian Form Six students., A set of questionnaires was administered to 106 randomly selected form six students to serve this purpose. The questionnaire was designed to explore three main readiness, namely Self-Directed Learning (SDL), technological readiness, and psychological readiness. The overall findings revealed that a great majority of the students show a high level off readiness for the implementation of mobile learning. The evidence from this preliminary finding has provided valuable information for educators and curriculum designers to discover ways to exploit mobile learning in the teaching and learning process.

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

Wamda

2019 ◽  
pp. 203-226
Author(s):  
Athra Sultan Alawani
Keyword(s):  
Social Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Arab World ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Smart Systems ◽  
Learning Platform ◽  
Teachers Professional Development ◽  
Smart Mobile

Teachers' professional development programs need to be reconsidered to meet their expectations in the new digital era. Thus, there is need to consider the importance of offering mobile, informal, and social learning in the workplace through smart utilization of the emerging mobile technologies. This chapter introduces the features of an innovative mobile and social learning platform, which aims at improving teachers' performance in the UAE and the Arab world by promoting knowledge and skill through better integration of ICT in the teaching and learning process and better adoption of learner-centric learning. A smart mobile learning platform called “Wamda” is providing micro-courses that are relevant to the curriculum, experiential, and immersive. It is designed to utilize the power of mobile learning technologies, artificial intelligence techniques, and social networking approach. Through this chapter, the critical pedagogical and technical aspects of creating a smart mobile learning environment were elaborated and checked against a list of attributes of smart systems.

Towards a Conceptual Framework Highlighting Mobile Learning Challenges

2020 ◽  
Vol 12 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Mourad Benali ◽  
Mohamed Ally
Keyword(s):  
Conceptual Framework ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Mobile Technologies ◽  
Implementation Barriers ◽  
Policy Makers ◽  
Learning Challenges ◽  
Learning Programs ◽  
Facilitating Conditions

Over the last decade, there has been much interest in mobile technologies in teaching and learning as emerging and innovative tools. Despite this focus, mobile learning (m-Learning) implementation is facing many challenges. This study presents a tentative conceptual framework that consolidates existing research related to mobile learning implementation barriers. The study adopted a systematic review of the literature on challenges to mobile learning. A total of 125 papers published between 2007 and 2017 were extracted from established peer reviewed journals. A qualitative content analysis was used to define 24 barriers that have been grouped into four conceptual categories: Technological, Learner, Pedagogical and Facilitating Conditions. The proposed framework acts as guide for educators, systems developers, policy makers, researchers and stakeholders interested in implementing mobile learning programs.

scholarly journals A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

2011 ◽  
Vol 12 (2) ◽  
pp. 78 ◽  
Author(s):  
Yeonjeong Park
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Guidelines ◽  
Transactional Distance ◽  
Mobile Technologies ◽  
Instructional Designers ◽  
Learning To Learn

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

scholarly journals Mobile Learning

2018 ◽  
pp. 234-257
Author(s):  
Rui Leitão ◽  
Joao M. F. Rodrigues ◽  
Adérito Fernandes Marcos
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Collaborative Technology ◽  
Technological Advances ◽  
Geometric Objects ◽  
Geometric Solids ◽  
Information And Communication ◽  
Access Information

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils' learning experiences. This chapter presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex, and face in 3D solids.

scholarly journals Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

2014 ◽  
Vol 18 (3) ◽  
Author(s):  
Christine Lynn Vandenhouten ◽  
Susan Gallagher Lepak ◽  
Janet Reilly ◽  
Penny Ralston Berg
Keyword(s):  
Learning Strategies ◽  
Interface Design ◽  
Teaching And Learning ◽  
Instructional Designers ◽  
Team Members ◽  
Learning Framework ◽  
Management Ethics ◽  
New Frontier ◽  
Teaching And Learning Strategies ◽  
E Learning

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E-learning requires greater collaboration among team members and use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. Collaboration is a key component in creating quality E-learning. Effective collaboration requires faculty to understand various roles (e.g., instructional designers, multimedia specialists), and activities involved in e-learning as well as how professionals in different roles work together. This article discusses the use of an E-Learning framework and development of a survey based on the framework’s dimensions as two strategies to broaden faculty understanding of E-Learning collaboration. The survey was used to expose faculty across five Midwestern campuses to all dimensions of E-learning including areas such as management, ethics, and interface design.

scholarly journals Impacts of mobile technologies, systems and resources on language learning: A systematic review of selected journal publications from 2007-2016

2018 ◽  
pp. 375-388 ◽  
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Learning Systems ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Tablet Pcs ◽  
Mobile Assisted Language Learning ◽  
Future Work

This study examined the mobile-assisted language learning studies published from 2007 to 2016 in selected journals from the aspects of adopted mobile devices, mobile learning systems/resources, and the benefits and challenges of utilizing mobile devices or learning systems/resources. The results revealed that the traditional mobile devices (e.g., Personal Digital Assistants, PDAs) and the current popular mobile devices (e.g., smartphones and tablet PCs) were frequently adopted for language learning in different time periods, while wearable devices have not been adopted by any language learning research so far. In addition, most of the studies used researcher-developed learning systems/resources, while the use of educational affordances of free applications or resources needs to be promoted. Furthermore, the abundant benefits of using mobile devices or mobile learning systems/resources for language acquisition were found in many studies, such as providing substantial chances for learning, and providing or building authentic environments for learners’ meaningful knowledge construction; on the other hand, the studies also reported several challenges (e.g., insufficient practice time and the lack of effective learning strategies) to be overcome in the future. Finally, several suggestions are provided for researchers or practitioners to conduct their future work.

Mobile Learning

2009 ◽  
pp. 108-116 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Patrivan K. Yuen
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Age Groups ◽  
Global Scale ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Learning Modules ◽  
Tablet Pcs ◽  
High Bandwidth ◽  
And Training

The mobile revolution is finally here. The evidence of mobile penetration and adoption is irrefutable: smartphones, personal digital assistants (PDAs), portable game devices, portable media players, MP3 and MP4 players, tablet PCs, and laptops abound and can be found everywhere. Also, the increasing availability of high-bandwidth network infrastructures and advances in wireless technologies have opened up new accessibility opportunities (Kinshuk, 2003). No demographic is immune from this phenomenon. People from all walks of life and in all age groups are increasingly connected and communicate electronically with each other nearly everywhere they go (Wagner, 2005). The development of and adoption rate of mobile technologies are advancing rapidly on a global scale (Brown, 2005). Since 2000, there is considerable interest from educators and technical developers in exploiting the universal appeal and unique capabilities of mobile technologies for the use in education and training settings (Naismith, Lonsdale, Vavoula, & Sharples, 2004). The use of mobile technologies to support, enhance, and improve access to learning is a relatively new idea and many learners are quite comfortable with various mobile devices. Mlearning (mobile learning) is consequently an emerging concept as educators are beginning to explore more with mobile technologies in teaching and learning environments. Already, there are numerous applications for mobile technologies in education—from the ability to transmit learning modules and administrative data wirelessly, to enabling learners to communicate with instructors and peers “on-the-go” (Brown, 2005).

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